This document discusses technologies for distance education. It begins by defining communication in distance education and presents a taxonomy of different distance education technologies ranging from correspondence study to two-way audio/video. It then provides more detail on correspondence study and selecting appropriate technologies for online instruction. Finally, it discusses how the Internet is transforming distance education by enabling more student-centered learning models and interactive technologies.
The document discusses media and technology for open and distance education. It begins by outlining the session objectives which are to discuss the role of media in distance education, differentiate the role of various media, and choose appropriate media based on context. It then provides an overview of different media types including textual, audio-based, video-based, and computer-based media. Key attributes for choosing media are also outlined. The document concludes by proposing an activity for participants to plan media integration for a topic or course.
The document summarizes four EU-funded projects conducted by NKI Distance Education/Norwegian School of Information Technology from 2001-2008 exploring mobile learning. The projects aimed to extend flexibility of distance education by making course materials and communication accessible on mobile devices. Testing showed that mobile access increased flexibility for students to study anywhere. While graphical materials were difficult on small screens, interaction and communication generally worked well on both mobile and standard technology. Mobile learning was found to enhance accessibility and flexibility for distance learners.
This portfolio summarizes the student's learning in their educational technology courses. It discusses how educational technology helps pre-service teachers learn effective design and use of technology for teaching. The student learned about traditional and modern approaches through Ed Tech 1 and Ed Tech 2. Traditional focused on instructional media while modern emphasizes student-centered and interactive learning using technologies like the internet. The student explores how technology can develop higher-order thinking skills when used for projects, communication, and as a flexible learning environment. Overall, the portfolio emphasizes that technology is a tool to facilitate learning under the guidance of teachers.
Distance education utilizes various technologies to enable learning when students and instructors are separated by physical distance. It involves the use of telecommunications and online platforms to connect students to instructional materials, resources, and their instructors. Effective communication is key in distance education, requiring interactive technologies to transmit messages between students and educators. Distance learning provides flexibility but relies heavily on technology to replicate the classroom experience remotely.
ICT is defined as computer-based tools used by organizations to process information and communication. ICT literacy involves the ability to identify, search, and present information to build knowledge and critical thinking. While ICT has revolutionized education, this impact is not widespread and needs strengthening to reach more people. Distance learning uses technologies like computers and phones to provide instruction to students separated by location. ICT faces challenges for distance learning in Nigeria like a shortage of equipment, high costs, and need to integrate new ICT skills into academic programs.
Ed.tech. 2 computer as ict batle,batulan & bernatLibeth Bernat
This document discusses the use of computers and information and communication technology (ICT) in education. It describes how ICT has evolved from early computer-assisted instruction to today's digital technologies that allow for interactive learning. The document also outlines several ways that different ICT tools like radio, television, computers, and the Internet can be used to improve access to education and enhance learning through collaboration, creativity, and evaluation.
This document discusses technologies for distance education. It begins by defining communication in distance education and presents a taxonomy of different distance education technologies ranging from correspondence study to two-way audio/video. It then provides more detail on correspondence study and selecting appropriate technologies for online instruction. Finally, it discusses how the Internet is transforming distance education by enabling more student-centered learning models and interactive technologies.
The document discusses media and technology for open and distance education. It begins by outlining the session objectives which are to discuss the role of media in distance education, differentiate the role of various media, and choose appropriate media based on context. It then provides an overview of different media types including textual, audio-based, video-based, and computer-based media. Key attributes for choosing media are also outlined. The document concludes by proposing an activity for participants to plan media integration for a topic or course.
The document summarizes four EU-funded projects conducted by NKI Distance Education/Norwegian School of Information Technology from 2001-2008 exploring mobile learning. The projects aimed to extend flexibility of distance education by making course materials and communication accessible on mobile devices. Testing showed that mobile access increased flexibility for students to study anywhere. While graphical materials were difficult on small screens, interaction and communication generally worked well on both mobile and standard technology. Mobile learning was found to enhance accessibility and flexibility for distance learners.
This portfolio summarizes the student's learning in their educational technology courses. It discusses how educational technology helps pre-service teachers learn effective design and use of technology for teaching. The student learned about traditional and modern approaches through Ed Tech 1 and Ed Tech 2. Traditional focused on instructional media while modern emphasizes student-centered and interactive learning using technologies like the internet. The student explores how technology can develop higher-order thinking skills when used for projects, communication, and as a flexible learning environment. Overall, the portfolio emphasizes that technology is a tool to facilitate learning under the guidance of teachers.
Distance education utilizes various technologies to enable learning when students and instructors are separated by physical distance. It involves the use of telecommunications and online platforms to connect students to instructional materials, resources, and their instructors. Effective communication is key in distance education, requiring interactive technologies to transmit messages between students and educators. Distance learning provides flexibility but relies heavily on technology to replicate the classroom experience remotely.
ICT is defined as computer-based tools used by organizations to process information and communication. ICT literacy involves the ability to identify, search, and present information to build knowledge and critical thinking. While ICT has revolutionized education, this impact is not widespread and needs strengthening to reach more people. Distance learning uses technologies like computers and phones to provide instruction to students separated by location. ICT faces challenges for distance learning in Nigeria like a shortage of equipment, high costs, and need to integrate new ICT skills into academic programs.
Ed.tech. 2 computer as ict batle,batulan & bernatLibeth Bernat
This document discusses the use of computers and information and communication technology (ICT) in education. It describes how ICT has evolved from early computer-assisted instruction to today's digital technologies that allow for interactive learning. The document also outlines several ways that different ICT tools like radio, television, computers, and the Internet can be used to improve access to education and enhance learning through collaboration, creativity, and evaluation.
Mobile learning allows students to learn anywhere using mobile devices like smartphones and tablets. It has several advantages like improved communication and access to learning materials anywhere. Technologies that support it include PDAs, smartphones, and tablets. Examples provided include Mediaboard, which allows collaborative creation of multimedia web pages, and SMS quiz author, which enables mobile quizzes. Research found mobile learning can improve distance education by enhancing communication and providing easy access to learners. However, it also has disadvantages like small screens and limited storage on devices.
The document proposes e-learning at GIIP and discusses several topics:
1. E-learning theories including Bloom's taxonomy and Robert Gagne's nine events of instruction.
2. Specifications for e-learning such as language, style guidelines, and technologies.
3. A checklist for e-learning including authoring tools, browsers, screens, audio/video formats.
4. Production stages involving instructional design, visual/audio recording, and quality control.
5. Technical considerations like hosting, architecture, integration, standards, and security.
Computer technology can enhance distance education in several ways:
1. Computers allow for self-paced learning, are multimedia tools, and enable interactive learning.
2. The internet expands opportunities for communication through email, bulletin boards, and resources on the world wide web.
3. Instructors should consider that not all students may have internet access or familiarity with online communication when designing computer-based distance learning courses.
This document discusses a project to enhance distance learning programs for mobile learners through the use of mobile technologies. The project aims to improve access to education for students in developing countries by developing appropriate pedagogical content that can be accessed on mobile devices. A pilot program tested content on mobile phones with students in Southern Africa. Initial findings suggest multimedia content works well and students quickly adopt the technologies. Next steps include expanding content, exploring sustainability, and considering implications for formal education.
This document discusses technologies used for distance education. It describes different systems like correspondence, audio, video, and desktop systems. It explains the configuration of a modern distance education classroom, which uses equipment like video cameras. It also discusses selecting appropriate technologies for online instruction, including assessing available technologies, determining learning outcomes, identifying learning experiences to match technologies, and preparing experiences for online delivery.
Learning and Instructional Electronic Resources for Nusery/Primary SchoolsAdesina Esther Tolulope
This document discusses learning, instructional resources, and electronic instructional resources for nursery and primary schools. It defines learning and how it can be seen as a process or product. Instructional resources are classified as human, non-human, audio, visual, or audiovisual materials that support teaching and learning. Electronic instructional resources include televisions, computers, projectors, projector screens, and radios. They have advantages like making learning easier and more engaging but also disadvantages like cost and reliance on stable electricity.
This chapter discusses the role of technology and media in 21st century learning from both the teacher and student perspective. It explores how technology helps bridge the digital divide by providing students greater access to computers and the internet at school. The chapter also differentiates between technology, which involves tools and techniques to improve learning, and media, which facilitates communication and learning through various formats like text, audio, video, and visual objects. It examines the types of instruction on a classroom continuum from traditional face-to-face learning to distance learning to blended models that combine both. Finally, it outlines key concerns around copyright law for educational uses and the four criteria of fair use.
The document discusses different methods of teaching using ICT, including problem-oriented, application-oriented, menu-oriented, function-oriented, and concept-oriented methods. It also discusses approaches for using ICT in schools, such as with interactive boards, computer-facilitated experiments, videos, PowerPoint, animations, learning platforms, disseminating information, and distance education. The goal is to improve teaching methods and make processes more visible through the use of ICT and computer technologies in schools.
Technology plays an important role in modern education. It offers powerful new tools for teaching and learning, from basic devices like projectors to more advanced technologies like computers and online learning platforms. While technology provides benefits like access to vast information and more flexible learning, it also presents challenges. Some argue it could narrow education or reduce human interaction. Overall, technology in education is still developing and its full impact remains to be seen, but it will likely transform education by making it more interactive, individualized, accessible and computer-mediated going forward.
Technology plays an important role in modern education. It offers powerful new tools for teaching and learning, from basic devices like projectors to more advanced technologies like computers and online learning platforms. While technology provides benefits like access to vast information and more flexible learning, it also presents challenges. Some argue it could narrow education or reduce human interaction. Overall, technology in education is still developing and its full impact remains to be seen, but it will likely transform education by making it more interactive, individualized, accessible and computer-mediated going forward.
Video-based modular instruction can convey information to remote teachers through electronic means like computers. The document discusses different types of computer-assisted education including computer-assisted instruction (CAI) which uses computers to present individual lessons, computer-managed instruction (CMI) which uses computers to track student records, and computer-mediated education (CME) which facilitates instruction delivery through electronic tools. Effective distance education requires students and teachers to be comfortable with the technology used, and instructors must adapt their teaching based on student needs.
I. The key differences between e-learning and online learning are that e-learning refers specifically to learning activities that use electronic technologies, while online learning means using the internet and web.
II. A web conference is an online presentation where participants can see and talk to each other, but it tends to be less interactive than a video conference which allows two-way communication between multiple people.
III. A webinar is a one-way lecture providing information to a large audience, while a virtual classroom allows for discussions, using a whiteboard, and breaking into groups - making it more interactive.
IV. A guest facilitator takes on a facilitator role to build skills, while a lead facilitator
Mobile learning allows for easy access to educational content anywhere and anytime through mobile devices. While the upfront costs of equipping learners with devices and maintaining the technology can be high, mobile learning is appropriate for distance and e-learning by enabling student-student, student-teacher, and student-content interactions both synchronously and asynchronously. Materials can be quickly created, distributed, changed, updated and modified through mobile phones, PDAs, or other mobile devices, allowing instructors to provide content in various formats like text, audio, images and video. Organizational support is needed for financial, technical, and maintenance requirements to fully leverage mobile learning.
TV broadcasting provides one-way transmission of educational content to learners, requiring them to watch programs at specific times. It has relatively high production and equipment costs to develop and deliver visual media. While the unit cost per student can be lower than some technologies, TV broadcasting has limitations in terms of interactivity and flexibility for learners compared to technologies that allow on-demand access. The technology is easy for learners to use but requires organizational support for technical staff, content development, and addressing barriers like power outages and the inability to record programs.
The document discusses e-learning, which incorporates technology into education. It notes that technology stems from science and science is the root of technology. The document then outlines the concept of e-learning, its purpose and applications, and how it can be used in the learning process. It discusses the benefits of e-learning and its future and opportunities in Indonesia, while also addressing threats to its implementation there, such as limited funding, human resources, and government support. The document advocates adopting e-learning to keep education current with rapid technological advances.
The document discusses e-learning, which refers to teaching and learning supported by technology. It can involve online learning, blended learning, or using technology to support communication, evaluate learning, and manage educational resources. The document then lists various e-learning technologies used at TUT, such as the learning management system myTUTor, e-assessment tools, and multimedia technologies. It outlines advantages such as flexibility, cost-effectiveness, and ability to replay content. However, it notes the importance of focusing on learning over technology, and potential disadvantages like lack of interaction, technical issues, and difficulty simulating hands-on activities.
Computer as Information in Communication TechnologyAngelica Managa
This document discusses how computers and information and communication technologies (ICTs) can be used for education. It outlines three approaches to using computers and the Internet for teaching and learning: learning about, with, and through these technologies. ICTs can help expand access to education by allowing asynchronous learning and access to online resources. They can also improve education quality by making learning more motivating, collaborative, creative, integrative, and evaluative. Specific examples of how ICTs support these improvements are provided.
The document discusses how computer technology has transformed into an information and communication technology (ICT) that can be used in education to enhance learning experiences. It provides examples of how computers and the internet can be utilized for communication, multimedia presentations, and interactive learning activities. The uses of different ICT tools like radio, television, and computers in education are also examined.
This document discusses the roles of computers and information and communication technology (ICT) in education. It outlines how ICT provides amplified learning through tools like computer-assisted instruction, which allows for self-directed and self-paced learning. ICT also enables communication through media like email, chat rooms, and news services. Audiovisual media like multimedia presentations and educational software are discussed. Common computer programs that support education like Microsoft Office, PowerPoint, Excel, and internet browsers are also listed.
This document discusses various technologies that have been used for distance education over time. It begins by explaining that any form of knowledge can be digitized and formulated into an educational tool. It then outlines different technologies from correspondence study and prerecorded media to modern Internet-based technologies like blogging, wikis, and virtual worlds. The document emphasizes that while technology enables the distribution of knowledge, effective distance education depends on how educators employ various methods and tools to achieve learning objectives and promote communication between distant learners and educators.
This ppt help you in understanding the role of ICT in education. How a teacher can use the technology to increase the teaching learning process. Also chalk and board in not a 21st century learning because now a days learning is done on smart board
Mobile learning allows students to learn anywhere using mobile devices like smartphones and tablets. It has several advantages like improved communication and access to learning materials anywhere. Technologies that support it include PDAs, smartphones, and tablets. Examples provided include Mediaboard, which allows collaborative creation of multimedia web pages, and SMS quiz author, which enables mobile quizzes. Research found mobile learning can improve distance education by enhancing communication and providing easy access to learners. However, it also has disadvantages like small screens and limited storage on devices.
The document proposes e-learning at GIIP and discusses several topics:
1. E-learning theories including Bloom's taxonomy and Robert Gagne's nine events of instruction.
2. Specifications for e-learning such as language, style guidelines, and technologies.
3. A checklist for e-learning including authoring tools, browsers, screens, audio/video formats.
4. Production stages involving instructional design, visual/audio recording, and quality control.
5. Technical considerations like hosting, architecture, integration, standards, and security.
Computer technology can enhance distance education in several ways:
1. Computers allow for self-paced learning, are multimedia tools, and enable interactive learning.
2. The internet expands opportunities for communication through email, bulletin boards, and resources on the world wide web.
3. Instructors should consider that not all students may have internet access or familiarity with online communication when designing computer-based distance learning courses.
This document discusses a project to enhance distance learning programs for mobile learners through the use of mobile technologies. The project aims to improve access to education for students in developing countries by developing appropriate pedagogical content that can be accessed on mobile devices. A pilot program tested content on mobile phones with students in Southern Africa. Initial findings suggest multimedia content works well and students quickly adopt the technologies. Next steps include expanding content, exploring sustainability, and considering implications for formal education.
This document discusses technologies used for distance education. It describes different systems like correspondence, audio, video, and desktop systems. It explains the configuration of a modern distance education classroom, which uses equipment like video cameras. It also discusses selecting appropriate technologies for online instruction, including assessing available technologies, determining learning outcomes, identifying learning experiences to match technologies, and preparing experiences for online delivery.
Learning and Instructional Electronic Resources for Nusery/Primary SchoolsAdesina Esther Tolulope
This document discusses learning, instructional resources, and electronic instructional resources for nursery and primary schools. It defines learning and how it can be seen as a process or product. Instructional resources are classified as human, non-human, audio, visual, or audiovisual materials that support teaching and learning. Electronic instructional resources include televisions, computers, projectors, projector screens, and radios. They have advantages like making learning easier and more engaging but also disadvantages like cost and reliance on stable electricity.
This chapter discusses the role of technology and media in 21st century learning from both the teacher and student perspective. It explores how technology helps bridge the digital divide by providing students greater access to computers and the internet at school. The chapter also differentiates between technology, which involves tools and techniques to improve learning, and media, which facilitates communication and learning through various formats like text, audio, video, and visual objects. It examines the types of instruction on a classroom continuum from traditional face-to-face learning to distance learning to blended models that combine both. Finally, it outlines key concerns around copyright law for educational uses and the four criteria of fair use.
The document discusses different methods of teaching using ICT, including problem-oriented, application-oriented, menu-oriented, function-oriented, and concept-oriented methods. It also discusses approaches for using ICT in schools, such as with interactive boards, computer-facilitated experiments, videos, PowerPoint, animations, learning platforms, disseminating information, and distance education. The goal is to improve teaching methods and make processes more visible through the use of ICT and computer technologies in schools.
Technology plays an important role in modern education. It offers powerful new tools for teaching and learning, from basic devices like projectors to more advanced technologies like computers and online learning platforms. While technology provides benefits like access to vast information and more flexible learning, it also presents challenges. Some argue it could narrow education or reduce human interaction. Overall, technology in education is still developing and its full impact remains to be seen, but it will likely transform education by making it more interactive, individualized, accessible and computer-mediated going forward.
Technology plays an important role in modern education. It offers powerful new tools for teaching and learning, from basic devices like projectors to more advanced technologies like computers and online learning platforms. While technology provides benefits like access to vast information and more flexible learning, it also presents challenges. Some argue it could narrow education or reduce human interaction. Overall, technology in education is still developing and its full impact remains to be seen, but it will likely transform education by making it more interactive, individualized, accessible and computer-mediated going forward.
Video-based modular instruction can convey information to remote teachers through electronic means like computers. The document discusses different types of computer-assisted education including computer-assisted instruction (CAI) which uses computers to present individual lessons, computer-managed instruction (CMI) which uses computers to track student records, and computer-mediated education (CME) which facilitates instruction delivery through electronic tools. Effective distance education requires students and teachers to be comfortable with the technology used, and instructors must adapt their teaching based on student needs.
I. The key differences between e-learning and online learning are that e-learning refers specifically to learning activities that use electronic technologies, while online learning means using the internet and web.
II. A web conference is an online presentation where participants can see and talk to each other, but it tends to be less interactive than a video conference which allows two-way communication between multiple people.
III. A webinar is a one-way lecture providing information to a large audience, while a virtual classroom allows for discussions, using a whiteboard, and breaking into groups - making it more interactive.
IV. A guest facilitator takes on a facilitator role to build skills, while a lead facilitator
Mobile learning allows for easy access to educational content anywhere and anytime through mobile devices. While the upfront costs of equipping learners with devices and maintaining the technology can be high, mobile learning is appropriate for distance and e-learning by enabling student-student, student-teacher, and student-content interactions both synchronously and asynchronously. Materials can be quickly created, distributed, changed, updated and modified through mobile phones, PDAs, or other mobile devices, allowing instructors to provide content in various formats like text, audio, images and video. Organizational support is needed for financial, technical, and maintenance requirements to fully leverage mobile learning.
TV broadcasting provides one-way transmission of educational content to learners, requiring them to watch programs at specific times. It has relatively high production and equipment costs to develop and deliver visual media. While the unit cost per student can be lower than some technologies, TV broadcasting has limitations in terms of interactivity and flexibility for learners compared to technologies that allow on-demand access. The technology is easy for learners to use but requires organizational support for technical staff, content development, and addressing barriers like power outages and the inability to record programs.
The document discusses e-learning, which incorporates technology into education. It notes that technology stems from science and science is the root of technology. The document then outlines the concept of e-learning, its purpose and applications, and how it can be used in the learning process. It discusses the benefits of e-learning and its future and opportunities in Indonesia, while also addressing threats to its implementation there, such as limited funding, human resources, and government support. The document advocates adopting e-learning to keep education current with rapid technological advances.
The document discusses e-learning, which refers to teaching and learning supported by technology. It can involve online learning, blended learning, or using technology to support communication, evaluate learning, and manage educational resources. The document then lists various e-learning technologies used at TUT, such as the learning management system myTUTor, e-assessment tools, and multimedia technologies. It outlines advantages such as flexibility, cost-effectiveness, and ability to replay content. However, it notes the importance of focusing on learning over technology, and potential disadvantages like lack of interaction, technical issues, and difficulty simulating hands-on activities.
Computer as Information in Communication TechnologyAngelica Managa
This document discusses how computers and information and communication technologies (ICTs) can be used for education. It outlines three approaches to using computers and the Internet for teaching and learning: learning about, with, and through these technologies. ICTs can help expand access to education by allowing asynchronous learning and access to online resources. They can also improve education quality by making learning more motivating, collaborative, creative, integrative, and evaluative. Specific examples of how ICTs support these improvements are provided.
The document discusses how computer technology has transformed into an information and communication technology (ICT) that can be used in education to enhance learning experiences. It provides examples of how computers and the internet can be utilized for communication, multimedia presentations, and interactive learning activities. The uses of different ICT tools like radio, television, and computers in education are also examined.
This document discusses the roles of computers and information and communication technology (ICT) in education. It outlines how ICT provides amplified learning through tools like computer-assisted instruction, which allows for self-directed and self-paced learning. ICT also enables communication through media like email, chat rooms, and news services. Audiovisual media like multimedia presentations and educational software are discussed. Common computer programs that support education like Microsoft Office, PowerPoint, Excel, and internet browsers are also listed.
This document discusses various technologies that have been used for distance education over time. It begins by explaining that any form of knowledge can be digitized and formulated into an educational tool. It then outlines different technologies from correspondence study and prerecorded media to modern Internet-based technologies like blogging, wikis, and virtual worlds. The document emphasizes that while technology enables the distribution of knowledge, effective distance education depends on how educators employ various methods and tools to achieve learning objectives and promote communication between distant learners and educators.
This ppt help you in understanding the role of ICT in education. How a teacher can use the technology to increase the teaching learning process. Also chalk and board in not a 21st century learning because now a days learning is done on smart board
The document discusses different teaching philosophies including teacher-centered, learner-centered, and ICT-centered philosophies. It outlines the skills and tools needed for effective technology integration in education, including computers, the internet, and digital techniques. The document argues that technology can enhance learning by allowing students more flexibility and control over what, when, where, and how they learn.
Technologies, The Internet, and Distance EducationElboni Todd
This document discusses various technologies that can be used for distance education. It begins by explaining that communication is key in distance education, with technologies promoting interaction between learners and instructors. Different media types are described for encoding and transmitting instructional content, including correspondence study, prerecorded media, audio conferencing, video broadcasting, and desktop video conferencing. The document concludes by stressing the importance of selecting technologies appropriately based on learning outcomes and preparing experiences for online delivery, rather than focusing solely on the technologies themselves.
This document discusses the use of information and communication technologies (ICTs) in distance learning. It defines ICT literacy and explains how ICTs have revolutionized education methodology. It describes different types of distance learning technologies, including synchronous technologies like video conferencing and asynchronous technologies like message boards. The document also discusses the relevance and challenges of using ICTs in distance education, noting that they provide more flexible access to learning but face issues like lack of infrastructure in some areas.
that is the topic of D.El.Ed course.
topic include the meaning of ICT, the importance of ICT, the role of ICT in education, the importance of ICT for teachers, an advantage of ICT
Technologies for distance education can be categorized as either telecommunications technologies that connect instructors and learners, or classroom technologies that record and display instructional information. Effective distance education requires matching the appropriate instructional technology to learning outcomes and experiences. Key technologies discussed include correspondence study, prerecorded media, audio/video conferencing, desktop video conferencing, and internet-based tools like blogs, wikis, and social networking.
Distance technology, also known as distance education, refers to formalized teaching and learning carried out remotely using electronic communication. It has grown significantly in popularity but creates pressures as some students prefer traditional classrooms while still wanting remote access. Effective distance learning requires an institution-based approach using interactive telecommunications to connect learners, resources, and instructors regardless of geography. A variety of media, from correspondence to video conferencing, can be used to communicate instructional content remotely.
Online tutorials, simulations,
drill and practice.
Collaborative: Online discussions,
group projects, virtual field trips.
Distributed: Online courses, degrees,
virtual universities.
Online learning provides access to
resources anytime, anywhere.
It promotes self-paced and self-directed
learning.
It provides opportunities for collaborative
learning.
It allows students to learn by doing through
simulations and virtual labs.
It fosters the development of technology and
information literacy skills.
Technologies for distance education can be categorized as either telecommunications technologies that connect instructors and learners, or classroom technologies that record and display instructional information. Effective distance education requires choosing the appropriate instructional technology based on learning outcomes and experiences, and matching each to the most suitable available technology. It also demands new skills from educators and learners in online classrooms.
This document is Marshelly Lumagui's portfolio on educational technology. It contains sections on Marshelly as a student, an introduction to educational technology, significant learnings from educational technology courses 1 and 2, and how educational technology has changed Marshelly. The portfolio emphasizes the importance of integrating technology effectively while not replacing the role of the teacher. It highlights how educational technology has helped Marshelly improve instructional material design and realize the value of student-centered learning approaches.
ICT refers to technologies like computers, TV, email that are used to communicate information. ICT has a wide scope in education, including teaching and learning, publishing course materials, conducting research, and evaluating students. It allows rich multimedia presentations to be used in classroom or online instruction. ICT also facilitates self-paced learning, access to educational resources anywhere through the internet, and communication between teachers and students through tools like email. Overall, ICT enhances the teaching and learning process by making it more productive and meaningful.
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1. The document discusses educational technology and how it can be used effectively in the classroom. It defines educational technology as the practice of using educational methods and resources to facilitate learning.
2. It describes how the student learned about various educational technology tools and instructional methods through taking EDTECH1 and EDTECH2 courses. These courses taught the student how to incorporate technology into their own teaching.
3. After taking these courses, the student understands the importance of educational technology for 21st century learners. The student is now able to effectively use technologies to enhance learning and create instructional materials connected to course topics.
ICT is widely used in education to enhance teaching and learning. It allows for rich multimedia presentations, online learning, and access to information anywhere. Key applications of ICT in education include using computers and audiovisual tools for classroom teaching; online learning through virtual classrooms; digital publications and online research databases; computer-based student evaluation and testing; and administrative functions like student records. ICT benefits students by motivating learning and allowing flexible, self-paced study. It aids teachers through improved access to resources and opportunities for professional development. Overall, ICT makes the teaching-learning process more productive and meaningful when used judiciously.
ICT can improve classroom instruction by allowing educators to deploy technological tools that communicate and disseminate information. ICT includes hardware, software, networks, and other parameters that shape how technology is developed and used in society. With ICT, there is a paradigm shift from traditional to technology-based educational content that can generate student interest through visuals, audio, and animation. ICT makes learning interactive and informative by allowing multimedia content and collecting feedback to evaluate student understanding. While ICT provides benefits like enabling lifelong and distance learning, there are also costs and concerns it may decrease students' imagination. Educators should focus on harnessing technology's power to meet 21st century challenges and make education effective for all.
This document discusses the relevance of information technology in modern classrooms. It begins by introducing the topic and aims of the project report. It then defines information technology and discusses how IT is used in schools, including for administration, instruction, and teaching various subjects. The document outlines various ways teachers can use technology in the classroom, such as creating websites, presentations, simulations, and more. It also discusses the psychology behind how IT-enabled learning works and the need, importance, and significance of using IT in education, including benefits like access to resources, immediate information, collaborative learning, and distance education. It concludes by noting concerns about appropriately applying IT in classrooms.
This document discusses the history and benefits of distance learning and e-learning. It notes that distance learning has existed for a long time but is now commonly referred to as e-learning due to advancements in technology. E-learning provides flexibility for students to learn anywhere and at their own pace using tools like the internet, videos, and audio. It has advantages over traditional classroom learning such as lower costs, consistent content, and easy updating and management for large groups. While there are some potential disadvantages, e-learning is an effective way to provide learning opportunities to more people in more locations.
Diza Rose Kysha G. Abrenica outlines her experience learning about educational technology in her BEED III-C course. She discusses key concepts like the definition of educational technology, how technology can benefit or harm learning, and tools like Microsoft Office that she learned. Through the course, she gained an understanding of how to effectively integrate technology into teaching to make lessons more engaging for 21st century students.
This document does not contain any substantive information to summarize in 3 sentences or less. The document only contains the word "Angles" with no other context.
Algebraic expressions can be formed using variables, constants, and mathematical operations. Variables represent letters that can take on any value, while constants represent fixed numbers. There are different types of algebraic expressions including monomials, binomials, and trinomials. The value of an algebraic expression can be found by substituting values for the variables and simplifying. Identities are equations that are always true regardless of the values of variables. Common identities include (a+b)2, (a-b)2, and a2 - b2.
This document discusses different methods of heat transfer - conduction, convection, and radiation. It provides examples of each in daily life and defines key related terms like temperature, units of heat, calorimetry, calorimeter, thermostat, and thermoflask. Conduction occurs through direct contact between objects and involves the transfer of kinetic energy between adjacent particles. Convection involves the movement of molecules or atoms within fluids like liquids and gases. Radiation can transfer heat through empty space via electromagnetic waves.
The document discusses different types of changes that occur around us. It defines slow changes as those that take hours, days, months or years, such as hair and nail growth or seasonal changes. Fast changes are those that occur within seconds or minutes, like a bursting balloon or burning paper. Reversible changes can return to the original state, like stretching a rubber band or melting ice, while irreversible changes cannot be reversed, such as curdling milk or digestion. The document provides examples of each type of change and distinguishes between reversible and irreversible, as well as slow and fast changes.
This document discusses carbon and its compounds. It begins by introducing carbon as an important non-metallic element that exists in both free and combined states in nature. It then distinguishes between organic carbon compounds found in living organisms and inorganic compounds found in non-living matter. The document goes on to describe several unique features of carbon, including its ability to form chains, exist in different allotropes like diamond and graphite, and form multiple bonds. It concludes by emphasizing carbon's abundance and importance to life.
This document is about fluids and their properties. It provides an index of topics to be covered, including pressure, equations of pressure, Pascal's principle, buoyancy, Archimedes' principle, fluid flow, and Bernoulli's equation. Key concepts that will be explained are how pressure is transmitted in fluids, hydraulic devices that use Pascal's principle, calculating buoyant force, and equations governing fluid continuity and flow.
This document discusses measurement in physics. It introduces the need for measurement and defines physical quantities. There are two types of physical quantities - fundamental and derived. Seven units make up the fundamental units used to measure the seven dimensions of the world: length, mass, time, temperature, amount of substance, electric current, and luminous intensity. Two supplementary units are also introduced. The document outlines different units for measuring length and defines the dimensions of physical quantities. It concludes by mentioning the least count of instruments used for measurement.
This document discusses different types of motion including linear, circular, rotational, and vibratory motion. It defines concepts like rest and motion using a frame of reference. The document also covers 1D, 2D and 3D motion with examples. It distinguishes between scalar and vector quantities and discusses types of vectors and how they can be added.
This document provides an overview of electricity, atomic structure, electric charge, and electric circuits. It defines electricity as the flow of electric charge through a conductor. Atoms consist of protons, neutrons, and electrons, with protons and neutrons in the nucleus and electrons orbiting the nucleus. Protons have a positive charge while electrons have a negative charge. Electric circuits allow the flow of electrons from higher to lower potential through components connected in series or parallel. Key differences between series and parallel circuits are that current is the same but voltage varies in series circuits, while current varies but voltage is the same in parallel circuits.
This document discusses various methods for purifying organic compounds, including sublimation, crystallization, differential extraction, distillation, and chromatography. Purification is necessary to study the structure, physical, chemical and biological properties of organic compounds and must isolate the compound from any impurities. The appropriate purification method depends on the nature of the impurity and the organic compound. Common techniques include sublimation for volatile solids, crystallization using solvent selection and isolation, differential extraction using immiscible organic solvent layers, distillation, and chromatography using adsorbents and mobile/fixed phases.
This document provides an overview of electrochemistry and electrochemical cells. It defines electrochemistry as the branch of chemistry dealing with the relationship between electrical energy and chemical change. An electrochemical cell is a device that uses a chemical change to produce electricity or uses electricity to produce a chemical change. The document describes the components of electrochemical cells, including electrodes and electrolytes. It distinguishes between galvanic cells, which produce electricity from chemical reactions, and electrolytic cells, which use electricity to drive chemical reactions. Examples of the significance of electrochemistry include metal refining and batteries.
The document discusses various aspects of sound. It defines sound as a form of energy produced by vibrations that travel through a medium and are detected by the human ear. It describes how sound is produced by vibrating objects and propagated through materials like air, water and steel. It discusses key characteristics of sound including amplitude, frequency, wavelength, velocity and their definitions. It also covers topics like reflection of sound, echo, reverberation, ultrasound, sonar and their uses and applications. The document provides information on the structure of the human ear and production of sound using a tuning fork experiment.
The document discusses key concepts relating to heat and temperature. It defines heat as the spontaneous flow of energy from objects at a higher temperature to those at a lower temperature. Temperature is defined as the degree of hotness or coldness of a body. Different temperature scales such as Fahrenheit, Celsius, and Kelvin are also discussed. The document also covers heat capacity, specific heat capacity, and the various effects of heat such as expansion, changes in temperature and state, and chemical changes.
This document defines and provides examples of different types of energy, work, and their relationships. It states that work is done when a force causes an object to be displaced, and is calculated as the product of the force and displacement. Kinetic energy is the energy of motion, while potential energy depends on an object's position or state, such as gravitational potential energy which depends on height or elastic potential energy from deformation. Power is defined as the rate at which work is done or energy is delivered over time.
An electric motor is a device that converts electrical energy into mechanical energy. It works by passing an electric current through a conductor coil located in a magnetic field, which creates a force on the coil and causes it to rotate. Electric motors are crucial to modern life as they are used in many appliances and machines, powering things like fans, drills, and vehicles. The speed of an electric motor's coil rotation can be increased by strengthening the current, increasing the number of coil turns, enlarging the coil area, or boosting the magnetic field strength.
This document discusses the basic elements of electric circuits. It defines electric current as the flow of charges and an electric circuit as the path electrons flow through. It then lists the four elements of a simple circuit: a battery as the electricity source, a wire as the conducting path, a lamp as the resistor, and a switch to control the circuit. It also briefly mentions series and parallel circuits as types of simple circuits.
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2. WHAT IS COMMUNICATION
Communication is anything that conveys
meaning,that carries a message drastically from
one person to another
TCP PRESENTO-2020
3. COMMUNICATION PROCESS
IN CLASSROOM
The sequence of actions in classroom are
Teacher provides information
Passing through medium
Students receive information
Students respond
Response of student reaches the teacher
Teacher gives feedback
TCP PRESENTO-2020
5. ELEMENTS OF
COMMUNICATION
Sender
The person who initiates to provide information is the
sender.
• Teacher is also known as encoder
Message
It denotes the information conveyed by the sender to the
receiver.
Medium
Medium is the means for sending or receiving a message.
Eg:audio,visual,scriptTCP PRESENTO-2020
6. Receiver is the person who gets and interprets the
message transmitted by the sender.
Feedback
The message from the teacher are received by the students
and they give their responses or replies
Noise
Stimuli which interfere in conveying or understanding the
message is known as noise.
TCP PRESENTO-2020
7. TYPES OF CLASSROOM
COMMUNICATION
Included in direct and indirect communication are the
following
Intrapersonal communication
Interpersonal communication
Public communication
• Verbal communication
• Nonverbal communication
TCP PRESENTO-2020
8. INTRAPERSONAL COMMUNICATION
READING BOOKS
Indirectly in communication with
others through reading books
LISTENING RECORDED
AUDIOS
Indirectly in communication with
others through listening the
recorded audios.
VIEWING FILMS AND
DOCUMENTARIES
Indirectly in communication with
others through viewing films
TCP PRESENTO-2020
11. VERBAL COMMUNICATION AND
NONVERBAL COMMUNICATION
• Verbal communication
• In this type ,language
symbols are used.
• Members of society
communicating through
speech or writing
• Nonverbal communication
• Communication through
gestures,facial
expressions,acting,etc.
TCP PRESENTO-2020
13. CLASSROOM COMMUNICATION METHODS
SPEAKING AND
LISTENING
Teacher explaining the lesson and
students answering teachers
questions.
VISUAL PRESENTATION
The teacher provides information
through
graphs,maps,diagrams,models
READING AND WRITING
Teacher reciting the subject content
with voice modulation and students
writing the content.
TCP PRESENTO-2020
14. MAKING CLASSROOM EFFECTIVE
• Keeping in mind the student’s age and background.
• Choosing words to suit the background of the students.
• Avoiding unnecessary explanations and monotonous repetitions.
• The speakers voice should be clear without interference.
• Giving opportunities to students to get their doubts cleared and
allowing students to share their experiences related to lesson
TCP PRESENTO-2020
15. MODERN SMART CLASSROOM USING
DIGITAL IMAGE PROCESSING
• The smart classroom concept appeared with the evolution of internet
based learning such as elearning and distance education programmes
• The proposed smart touch technology by employing the concept of
infrared image processing
• Our proposed technology requires ir modulated camera,smart pen and
a projector.
• The purposed design is surface independent and very cost effective
compared to traditional smart classroom technology.
TCP PRESENTO-2020
16. COLLABORATIVE LEARNING IN
CLASSROOM
• The purpose of this study was to examine relative variables
improve collaborative learning.
• Data was collected from3475 students at a university and
analyzed using structural equation modeling.
• First,it turned out that emotional intelligence has significant and
positive impact on communication ability,collective
intelligence,learnijg satisfaction and persistence.
TCP PRESENTO-2020
17. • Communication ability influence collective intelligence
and persistence positively.
• Collective intelligence influence learning satisfaction and
persistence positively.
• Learning satisfaction had positive impact on persistence.
TCP PRESENTO-2020
18. CONSTRUCTION OF NEW EFFICIENT
CLASSROOM TEACHING MODEL IN MOBILE
ENVIRONMENT
• This paper aims at teaching teach through mobile terminal,this
papervexpounds the effective ways to carry out in class and out
of class
Activities through mobile internet terminal under the mobile
environment to
Construct a new teaching mode and improve the teaching
efficiency and teaching quality.
TCP PRESENTO-2020
19. SUMMARY
• Communication occupies an important place in botg formal and
nonformal systems of communication
• Classroom communication elements are sender, receiver, message,
channel,feedback
• There are different types of communication direct
communication,indirect communication,verbal and nonverbal
communication.
• Classroom communication methods are speaking and listening,visual
presentation,reading and writing.
TCP PRESENTO-2020
20. REFERENCES
• “Modern smart classroom based touch technology using digital image
processing”,springer 2020
• “the structural relationships among emotional
intelligence,communication ability,collective intelligence,learning
satisfaction and persistent in collaborative learning”,journal of
convergence of information technology
• “construction of new efficient classroom teaching model in mobile
environment”,international conference on cybersecurity intelligence
and analytics.TCP PRESENTO-2020
21. ACKNOWLEDGEMENT
• First of all,I thank my family members who are supportive in my work.
• I thank my mam Mrs.mohana who always insists on learning new
things .
I successfully completed my work with god’s Grace. I overcome so
many hurdles to complete this work due to technical issue and time
managements. I am happy that I complete this work And learn a lot.
TCP PRESENTO-2020